Technology Integration into the Curriculum

Brian C. Emsley

PBL Project

PBL Project Problem: Is The Odyssey fact or fiction? You are a member of an elite team of archeologists who has been given the task of proving The Odyssey is a true story based on actual events. Your team will research and develop a multimedia presentation that will present your research and findings proving that Homer's Odyssey actually happened. As a team you will have to research and gather evidence to build an argument that The Odyssey was indeed an actual story.

Logistics

Unit Title: PBL Project: The Odyssey

Grade Level: 9th Grade

Subject: ESOL - Language Arts

Duration: 8 weeks

Goals and Objectives:

Develop research methods and skills through the lessons.
Master the MLA formatting and citations.
Use technology to present findings and results.
Work collaborately with other members of the team.
Read and comprehend The Odyssey.
Apply literature to modern times.
Comprehend and apply the meanings of a text to a PBL project.
Develop multimedia presentations to present findings of PBL project.
Use search engines, databases, and other resources to research and solve a problem.
To develop an argument or theory and be able to persuade the audience to believe it.

Problem: Is The Odyssey fact or fiction? You are a member of an elite team of archeologists who has been given the task of proving The Odyssey is a true story based on actual events. Your team will research and develop a multimedia presentation that will present your research and findings proving that Homer's Odyssey actually happened. As a team you will have to research and gather evidence to build an argument that The Odyssey was indeed an true story.

Georgia Content Standards:

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Georgia Technology Standards

Students will:

Use technology tools to enhance learning, increase productivity, and promote creativity.
Use productivity tools to collaborate in constructing technology-enhanced models, preparingpublications, and producing other creative works.
‍Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Prerequisite Skills:

Background information on Ancient Greece
Vocabulary from the epic poem
Information on Greek culture
Knowledge of Microsoft PowerPoint
Knowledge of Internet Explorer
Knowledge of media and movie making software
Student must have read and understood The Odyssey
Must understand the plot, story, characters, and vocabulary of The Odyssey.
Research skills
Using MLA style

Framing Question: Is The Odyssey based on actual events and places or just the imagination of it's creator? Is there evidence that The Odyssey actually was based on actual events in the region of Southeastern Europe?

Process: Lessons A and B are part of the PBL process. The lessons introduce the students to the PBL problem. Then the research skills, internet sources, and MLA citation lessons are part of the PBL unit. Students are learning these skills in the lessons because they need to master these skills in order to solve the main problem of the PBL. The process of developing a response to the PBL problem includes all of the skills included in the lessons. Once the students have mastered the skills to solve the problem in the PBL they begin working to find a solution to the problem.

PBL Mind Map.rtf

Technology Integration into the Curriculum

Brian C. Emsley

PBL Project

Logistics

Unit Title: PBL Project: The Odyssey

Grade Level: 9th Grade

Subject: ESOL - Language Arts

Duration: 8 weeks

Goals and Objectives:

Develop research methods and skills through the lessons.

Master the MLA formatting and citations.

Use technology to present findings and results.

Work collaborately with other members of the team.

Read and comprehend The Odyssey.

Apply literature to modern times.

Comprehend and apply the meanings of a text to a PBL project.

Develop multimedia presentations to present findings of PBL project.

Use search engines, databases, and other resources to research and solve a problem.

To develop an argument or theory and be able to persuade the audience to believe it.

Georgia Content Standards:

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Georgia Technology Standards

Students will:

Use technology tools to enhance learning, increase productivity, and promote creativity.

Use productivity tools to collaborate in constructing technology-enhanced models, preparingpublications, and producing other creative works.

‍Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Prerequisite Skills:

Background information on Ancient Greece

Vocabulary from the epic poem

Information on Greek culture

Knowledge of Microsoft PowerPoint

Knowledge of Internet Explorer

Knowledge of media and movie making software

Student must have read and understood The Odyssey

Must understand the plot, story, characters, and vocabulary of The Odyssey.

Research skills

Using MLA style

Framing Question: Is The Odyssey based on actual events and places or just the imagination of it's creator? Is there evidence that The Odyssey actually was based on actual events in the region of Southeastern Europe?